a. Identify 2-3 MCAS items that you would like to develop an activity or lesson on based upon student performance.
I am not teaching science this year,so I did not pick ?'s based on student performance. I picked questions #16, 20 and 39. I chose these because I don't remember much about momentum, inertia or work from my last physics class 20 years ago in college.
b. Determine what Massachusetts curriculum science standard aligns to the test item. Record the standard number. The questions I selected were all aligned to Physica Science Standard 2, Conservation of Energy and Momentum whose central concept is that, "The laws of conservation of energy and momentum provide alternate approaches to predict and describe the movement of objects.", specifically, sections 2.3 and 2.5.
Question #20 = 2.3 Describe both qualitatively and quantitatively how work can be expressed as a change in mechanical energy.
Questions #16, 39 = 2.5 Provide and interpret examples showing that linear momentum is the product of mass and velocity, and is always conserved (law of conservation of momentum). Calculate the momentum of an object.
c. Review your school or department's curriculum documents. Where in the curriculum do you address the standard? I am not a member of the science department. I will try to get a copy of their curriculum doc's for physics and then edit this post.
d. What instructional activities did you use during the last school year to teach your students? Not applicable, I did not teach science last year.
Workshop 3 - Web 2.0 tools
Kinetic and Potential Energy Song
Workshop 4 - Integrating Web 2.0 tools into the classroom
Instructions: Investigate force and acceleration using plastic cars and flexible rulers. You will continuously push the cart across a table or the floor.
Hold one end of the ruler against the table .Push on the other end of the ruler with your finger. Notice that you bend the ruler, a small force produces a small bend while a larger force causes a bigger bend.
Use the ruler to push the cart across the table or floor using a small bend in the ruler. Apply the force in a continuous way, keep the car moving smoothly and keep the bend in the ruler constant. If the car moves in spurts, start again and keep trying until it moves smoothly. Describe the motion of the cart.
This time push the cart continuously with a bigger bend-a larger force. Describe the motion of the cart
How was the motion of the car similar to when pushes with a small bend compared to when pushed with a larger bend?
How was the motion of the car different when pushed with a small bend compared to the larger bend?
Write a statement that describes the relationship between the force applied to the cart and the acceleration of the cart.
Investigate how changing a car's speed and direction affect its motion using the virtual car simulation. Watch how changing the car's motion affects the graph.
Create a concept map with your group showing the relationships between velocity, speed, acceleration, graphs, time, distance, and position.
Online component: Teacher's Domain Virtual Car: Velocity and Acceleration simulationvirtual car simulation ;
Classroom materials: toy cars, flexible rulers or pieces of bendable plastic, computers with access to the internet
Assessment: concept map (upload exemplar)
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Students need to know that continuous force applied to an object will cause it to accelerate. They also need to know that acceleration is a change in velocity and therefore also must know that velocity is a change in distance over time.
Quizlet is a Web 2.0 tool that can be used to for reviewing what the terms velocity, acceleration and force mean. They can practice using the flashcards below. The quizlet can also be used for assessment.
Objective: Students will accurately interpret and draw position, velocity and acceleration graphs for common situations. Students will explain why the graphs look the way they do. Students will discuss groups observations.
Standard: 1.3:Create and interpret graphs of 1-dimensional motion, such as position vs. time, distance vs. time, speed vs. time, velocity vs. time, and acceleration vs. time where acceleration is constant.
Misconceptions: Misconception: If velocity is zero then acceleration must be zero too.
Task: With your group, you will brainstorm and then create a concept map showing possible relationships between velocity, speed, acceleration, graphs, time, distance, and position. You will also make predictions about what a graph representing certain types of motion will look like. Next you will investigate position, velocity and acceleration graphs using an online-interactive called “Moving Man”. Through the interactive you will be able to verify or revise your group’s predictions for the graphing patterns. Next you will practice drawing common graphing patterns by yourself. You’ll be able to check your sketches and change them if necessary. The graphing information and answers are found at “The Physics Classroom” on the 'graph sketch and recognition' page. You will be responsible for drawing a graph “on demand” as requested by your teacher as a “ticket to leave” or and “activator/quiz question”. Be sure to draw the practice graphs to get ready for this!
Procedure:
Move to lab table with your group
Brainstorm what you know about velocity, speed, acceleration, graphs, time, distance, and position. Create a concept map showing possible relationships between these ideas.
Predict what the graph patterns for the following situations will be: increasing velocity, decreasing velocity, constant velocity, positive acceleration, negative acceleration, and constant acceleration
get a computer and investigate the relationship between time, distance, position, velocity and acceleration using the "Moving Man" simulation
Click to Run
meet with group to verify or revise your graph predictions
working individually work through questions 1-37 at __http://www.physicsclassroom.com/morehelp/graphpra/graphs.cfm__ drawing a graph for each situation described. You can check your work immediately there by clicking on the show answer link. (Continue these at home if you don't finish in class)
Grouping: groups of 3-4 students (preselected)
Web 2.0 online component: moving man interactive; the Physics Classroom graph sketching and recognition page
Classroom materials: computers with web access
Assessment: student sketches; on demand to drawing of a) constant acceleration b) constant velocity graphs, as a 'ticket to leave' or 'activator' (other velocity or acceleration patterns could be used)
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name: Maura Fitzsimmons
Lesson Title: Ways things move
Grade Level: 9th or 10th
State Standards:
Massachusetts Science and Technology/Engineering Curriculum Framework, Introductory Physics
1. Motion and Forces: Central Concept: Newton’s laws of motion and gravitation describe and predict the motion of most
objects.
1.1 Compare and contrast vector quantities (e.g., displacement, velocity, acceleration force, linear momentum) and scalar quantities (e.g., distance, speed, energy, mass, work). 1.2 Distinguish between displacement, distance, velocity, speed, and acceleration. Solve problems involving displacement, distance, velocity, speed, and constant acceleration. 1.3 Create and interpret graphs of 1-dimensional motion, such as position vs. time, distance vs. time, speed vs. time, velocity vs. time, and acceleration vs. time where acceleration is constant. 1.4 Interpret and apply Newton’s three laws of motion.
Lesson Question:
Why do some objects accelerate?
Introduction:
We all know that cars have an accelerator, maybe you call it the gas pedal. When you press on the accelerator, the car moves, when you press on the brake pedal it slows down and maybe stops. Many of you are preparing to earn your driver's license, but have you ever thought about WHY the car moves when you press the acclerator or why it slows down when you depress the brake? You've experienced acceleration on your bike, in a boat and on a roller coaster. You know what it feels like but do you know why it happens? In this lesson you'll learn why acceleration happens and how to express acceleration in words, in a formula and in graphic form.
Task: You will be working with your classmates to brainstorming, watch videos, make predictions and discuss ideas about how objects move. After you learn about the relationships between velocity, acceleration, mass, and force. You will create an interactive poster using Glogster, and present it to the class.
Process (include all steps of the lesson procedure -- include instructions for using digital media):
Part I- Elicit and Engage
Watch the following video of acceleration inside the International Space Station. discuss the following questions with your group: Why does the camera move? What causes it to accelerate? Why does the astronaut move? Why were they not moving before the reboost?
Next watch these balloon boats...balloon boats video what causes them to move? Discuss with your group
Part II- Explore
Investigate force and acceleration using plastic cars and flexible rulers. You will continuously push the cart across a table or the floor.
Hold one end of the ruler against the table .Push on the other end of the ruler with your finger. Notice that you bend the ruler, a small force produces a small bend while a larger force causes a bigger bend.
Use the ruler to push the cart across the table or floor using a small bend in the ruler. Apply the force in a continuous way, keep the car moving smoothly and keep the bend in the ruler constant. If the car moves in spurts, start again and keep trying until it moves smoothly. Describe the motion of the cart.
This time push the cart continuously with a bigger bend-a larger force. Describe the motion of the cart
How was the motion of the car similar to when pushes with a small bend compared to when pushed with a larger bend?
How was the motion of the car different when pushed with a small bend compared to the larger bend?
Write a statement that describes the relationship between the force applied to the cart and the acceleration of the cart.
Now, knowing that continuous force causes acceleration, try this virtual car simulation and see if you can get the car to accelerate. How will you know? Watch the graph as you change the car's speed and/or direction.
With your group brainstorm what you know about velocity, speed, acceleration, graphs, time, distance, and position. Create a concept map showing possible relationships between these ideas. You must send your map in electronic form to me. You may use the method of your choice google docs, an online tool like bubbl, text2mindmap or you can use the sticky notes provided, moving them around as needed, but take a photo email it to me.
Predict what the graph patterns for the following situations will be: increasing velocity, decreasing velocity, constant velocity, positive acceleration, negative acceleration, and constant acceleration and give examples for when these situations might occur.
Individually, investigate the relationship between time, distance, position, velocity and acceleration using the "Moving Man" simulation
Click to Run
meet with group to verify or revise your graph predictions
Part III- Explain
Watch this video to see Mr. Andersen's explain the review the definitions and formula for velocity and acceleration. He also shows the relationship between them using Usain Bolt's Olympic record run. He'll walk you through basic problems too. You may want to take notes during the video.
Using the web tool quizlet create flash cards for the following terms: velocity, acceleration, force, speed, distance, graph, positive acceleration and negative acceleration.
Part IV: Elaborate
individually, work through questions 1-37 at __http://www.physicsclassroom.com/morehelp/graphpra/graphs.cfm__ drawing a graph for each situation described. You can check your there by clicking the "show answer" link. (Continue these at home if you don't finish in class)
Part V: Evaluate
Create an inactive poster (Glogster) or Prezi that answers the guiding questions, "What causes objects to accelerate?". Present your product and ideas to the class. Your presentation must include the following:
student friendly definitions of acceleration, velocity, force, and motion
a real world example of an object accelerating; include a video or pictures of the object in motion
a problem which demonstrates the situation shown using a formula or formulae
a velocity time graph and an acceleration time graph for the object in motion
Conclusion:
You have explored common ways objects move and have investigated the relationships between force, velocity and acceleration. You've identified and shared examples of acceleration in situations we encounter all the time. You can draw and identify distance time graphs, velocity/time graphs and acceleration time graphs. Do you feel confident in your understanding of acceleration? You should. How about looking at how objects accelerate around curves and corners like a car around a race track? Why do we slide across the leather seat in a fancy car while taking a curve? Centripetal acceleration is the name for this, you might try investigating this next!
Assessments:
-student group concept maps (formative)
-student graphs (formative)
-student quizlet flash cards (formative)
-Glogster poster or Prezi presentation (summative)
Assessment Rubric
You will be able to....
Strong
Good
Adequate
Inadequate
define vocabulary
Accurately defines terms in student friendly language and include an example
Accurately defines terms in student friendly language
Defines all terms, not necessarily in student friendly language; all may not be accurate
Not all terms are defined; definitions are not accurate; definitions are not student friendly
identify a acceleration happening around them
Includes a very clear/obvious example of an object accelerating in video or photo
Includes an example of an object accelerating in video or photo
Includes a video or photo of an object in motion
Includes a video or photo unrelated to acceleration
draw and interpret graphs of moving objects
Accurately represents and explains multiple velocity/time graph and acceleration time graphs
Accurately represents and explains one velocity/time graph and one acceleration time graphs
Represents and explains a velocity/time graph or acceleration time graph
Represents or explains a velocity/time graph or acceleration time graph; does not correctly represent or explain the graph(s) included
communicate effectively
speaks at a reasonable volume, with good speed; make eye contact with audience; does not read off poster or presentation; few "umm's"; sounds rehearsed
speaks at a reasonable volume, with good speed; may not make eye contact with audience; does not read off poster or presentation; some "umm's"; sounds rehearsed
may speak too quickly or too softly; may not make eye contact with audience; may read off poster or presentation; may stammer; little evidence of rehearsal
speak too quickly or too softly; and/or does not make eye contact with audience; and/or reads off poster or presentation; little evidence of rehearsal
Resources:
classroom computers, chromebooks or iPads (may not run all interactives/simulations)- one per student
Workshop Wiki Page - Maura Fitzsimmons
Workshop 2 - MCAS Assessments & Curriculum Mapping
2.6 Curriculum Mapping Activity
a. Identify 2-3 MCAS items that you would like to develop an activity or lesson on based upon student performance.
I am not teaching science this year,so I did not pick ?'s based on student performance. I picked questions #16, 20 and 39. I chose these because I don't remember much about momentum, inertia or work from my last physics class 20 years ago in college.b. Determine what Massachusetts curriculum science standard aligns to the test item. Record the standard number.
The questions I selected were all aligned to Physica Science Standard 2, Conservation of Energy and Momentum whose central concept is that, "The laws of conservation of energy and momentum provide alternate approaches to predict and describe the movement of objects.", specifically, sections 2.3 and 2.5.
Question #20 = 2.3 Describe both qualitatively and quantitatively how work can be expressed as a change in mechanical energy.
Questions #16, 39 = 2.5 Provide and interpret examples showing that linear momentum is the product of mass and velocity, and is always conserved (law of conservation of momentum). Calculate the momentum of an object.
c. Review your school or department's curriculum documents. Where in the curriculum do you address the standard?
I am not a member of the science department. I will try to get a copy of their curriculum doc's for physics and then edit this post.
d. What instructional activities did you use during the last school year to teach your students?
Not applicable, I did not teach science last year.
Workshop 3 - Web 2.0 tools
Kinetic and Potential Energy Song
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -Stage 1 Activity:
Objective: Describe how force and acceleration are related.
Activity type: conceptual knowledge building, knowledge expression
Instructions:
Investigate force and acceleration using plastic cars and flexible rulers. You will continuously push the cart across a table or the floor.
Online component: Teacher's Domain Virtual Car: Velocity and Acceleration simulation virtual car simulation ;
Classroom materials: toy cars, flexible rulers or pieces of bendable plastic, computers with access to the internet
Assessment: concept map (upload exemplar)
Workshop 5 - Developing and Using Web 2.0 Assessment Information
<Post your Web 2.0 tool with instructions for use here>
Student Tech Survey
Workshop 6 - Scientific Investigations
Black Box Investigation
Stage 2 Activity:
Objective:
Students will accurately interpret and draw position, velocity and acceleration graphs for common situations.
Students will explain why the graphs look the way they do.
Students will discuss groups observations.
Standard:
1.3:Create and interpret graphs of 1-dimensional motion, such as position vs. time, distance vs. time, speed vs. time, velocity vs. time, and acceleration vs. time where acceleration is constant.
Misconceptions:
Misconception: If velocity is zero then acceleration must be zero too.
Task:
With your group, you will brainstorm and then create a concept map showing possible relationships between velocity, speed, acceleration, graphs, time, distance, and position. You will also make predictions about what a graph representing certain types of motion will look like. Next you will investigate position, velocity and acceleration graphs using an online-interactive called “Moving Man”. Through the interactive you will be able to verify or revise your group’s predictions for the graphing patterns. Next you will practice drawing common graphing patterns by yourself. You’ll be able to check your sketches and change them if necessary. The graphing information and answers are found at “The Physics Classroom” on the 'graph sketch and recognition' page. You will be responsible for drawing a graph “on demand” as requested by your teacher as a “ticket to leave” or and “activator/quiz question”. Be sure to draw the practice graphs to get ready for this!
Procedure:
Grouping:
groups of 3-4 students (preselected)
Web 2.0 online component:
moving man interactive; the Physics Classroom graph sketching and recognition page
Classroom materials:
computers with web access
Assessment:
student sketches; on demand to drawing of a) constant acceleration b) constant velocity graphs, as a 'ticket to leave' or 'activator' (other velocity or acceleration patterns could be used)
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name: Maura Fitzsimmons
Lesson Title: Ways things move
Grade Level: 9th or 10th
State Standards:
Massachusetts Science and Technology/Engineering Curriculum Framework, Introductory Physics
1. Motion and Forces: Central Concept: Newton’s laws of motion and gravitation describe and predict the motion of most
objects.
1.1 Compare and contrast vector quantities (e.g., displacement, velocity, acceleration force, linear momentum) and scalar quantities (e.g., distance, speed, energy, mass, work).
1.2 Distinguish between displacement, distance, velocity, speed, and acceleration. Solve problems involving displacement, distance, velocity, speed, and constant acceleration.
1.3 Create and interpret graphs of 1-dimensional motion, such as position vs. time, distance vs. time, speed vs. time, velocity vs. time, and acceleration vs. time where acceleration is constant.
1.4 Interpret and apply Newton’s three laws of motion.
Lesson Question:
Why do some objects accelerate?
Introduction:
We all know that cars have an accelerator, maybe you call it the gas pedal. When you press on the accelerator, the car moves, when you press on the brake pedal it slows down and maybe stops. Many of you are preparing to earn your driver's license, but have you ever thought about WHY the car moves when you press the acclerator or why it slows down when you depress the brake? You've experienced acceleration on your bike, in a boat and on a roller coaster. You know what it feels like but do you know why it happens? In this lesson you'll learn why acceleration happens and how to express acceleration in words, in a formula and in graphic form.
Task:
You will be working with your classmates to brainstorming, watch videos, make predictions and discuss ideas about how objects move. After you learn about the relationships between velocity, acceleration, mass, and force. You will create an interactive poster using Glogster, and present it to the class.
Process (include all steps of the lesson procedure -- include instructions for using digital media):
Part I- Elicit and Engage
- Watch the following video of acceleration inside the International Space Station. discuss the following questions with your group: Why does the camera move? What causes it to accelerate? Why does the astronaut move? Why were they not moving before the reboost?
Next watch these balloon boats...balloon boats video what causes them to move? Discuss with your groupPart II- Explore
Part III- Explain
Part IV: Elaborate
Part V: Evaluate
Conclusion:
You have explored common ways objects move and have investigated the relationships between force, velocity and acceleration. You've identified and shared examples of acceleration in situations we encounter all the time. You can draw and identify distance time graphs, velocity/time graphs and acceleration time graphs. Do you feel confident in your understanding of acceleration? You should. How about looking at how objects accelerate around curves and corners like a car around a race track? Why do we slide across the leather seat in a fancy car while taking a curve? Centripetal acceleration is the name for this, you might try investigating this next!
Assessments:
-student group concept maps (formative)
-student graphs (formative)
-student quizlet flash cards (formative)
-Glogster poster or Prezi presentation (summative)
Assessment Rubric
does not correctly represent or explain the graph(s) included
Resources:
Teacher Notes: